Graduates of a Special Education Program between 1975-1988 were surveyed to investigate research-related graduate experiences and rates of publication after graduation. Those students who published an article or presented a paper at a national conference published signficantly more after graduation. As expected, graduates who were employed in academic or research positions published significantly more than those in practitioner positions. Those who had research apprenticeships published significantly more than those who did not have such apprenticeships, regardless of whether they took a practitioner or academic/research position after graduation. Also, students who had research apprenticeships viewed their relationship to their faculty mentor differently than other students. Students' career goals or other variables may have affected the type of graduate program they experienced, thereby limiting our ability to draw causal relationships between graduate research experiences and later publication rates.
The role of internal evaluators in large organizations continues to expand. Several difficult and complex issues related to evaluator functions are emerging. In this chapter these issues are reflected on by evaluators who represent multiple perspectives along the continuum of external to internal evaluation.
The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.
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